Citation

Lane KL. Educ. Treat. Child. 2007; 30(4): 135-164.

Copyright

(Copyright © 2007, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Three-tiered models have been embraced by many schools to prevent and respond to antisocial behavior. However, many of these three-tiered models are incomplete or underdeveloped. Specifically, little attention has been devoted to studying how to (a) systematically identify students who require more focused secondary interventions and (b) build empirically-validated approaches to meet the behavioral and academic needs of students with or at risk for EBD. This paper provides two illustrations, one at the elementary level and a second at the middle school level, of how to address this void in the literature.

Language: en